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All Journal Psyche: Jurnal Psikologi Psyche 165 Journal
Daffa Tiara Kurnia Prastiwi
Universitas Muhammadiyah Lampung
Humanities Education Library & Information Science Nursing Social Sciences Other

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Educational Games: Enhancing Father-Child Attachment in Supporting Children's Self-Disclosure and Academic Achievement Setriani; Meilia Ishar; Daffa Tiara Kurnia Prastiwi
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.647

Abstract

This study aims to examine the effectiveness of the educational game "Zona Nyaman" in improving father-child attachment, self-disclosure, and academic achievement in elementary school children. Strems from the low involvement of fathers in parenting in Indonesia, which has implications for weak emotional relationships between children and their fathers and reduced support for psychosocial and academic development. The study employed a quasi-experimental design with a pretest-posttest control group approach. The subjects were 30 elementary school students in grade third and fourth, along with their fathers. The experimental group received the "Zona Nyaman" educational game intervention for four sessions, while the control group did not receive the same treatment. The results showed a significant improvement in the experimental group compared to the control in three main variables: father-child attachment, self-disclosure, and academic achievement (p < 0.05). The educational game intervention was proven to strengthen emotional bonds, promote open communication, and enhance children's learning achievement. Father involvement through the medium of educational games not only provides psychological benefits but also supports academic success. Practically, educational games can be integrated into parenting programs and education policies as a strategy to strengthen the role of fathers in child care and learning. Keywords: cooperative play, father-child attachment, self-disclosure, educational games, academic achievement.
THE EFFECT OF PSYCHOLOGICAL DISTRESS AND PSYCHOLOGICAL WELL-BEING ON THE DURATION OF ACADEMIC DELAY AMONG STUDENTS AT UNIVERSITY X Setriani Setriani; Daffa Tiara Kurnia Prastiwi; Fatimah Zahra
Psyche: Jurnal Psikologi Vol 8, No 2 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/psyche.v8i2.5469

Abstract

Academic delay is a multifaceted challenge frequently encountered by final-year university students. This study aimed to examine the predictive role of psychological distress and psychological well-being on the duration of academic delay among semester 10–14 students at University X. A quantitative regression design was employed with 31 purposively sampled participants. Data were collected using the Indonesian version of the Mental Health Inventory (MHI-38; Parombean et al., 2023). Multiple regression analysis revealed that psychological distress and psychological well-being did not significantly predict the duration of academic delay, neither simultaneously (F = 0.756; p = 0.479) nor partially (distress: β = −0.190, p = 0.398; well-being: β = 0.268, p = 0.237). These findings suggest that psychological condition alone is insufficient to fully explain the phenomenon of academic delay, underscoring the need for a multidimensional approach that integrates academic, structural, and psychological factors to understand students’ delayed graduation. Practically, university counseling centers are recommended to implement semester-based psychological screening and differentiated interventions—prioritizing students from semester 9 onward—as part of an integrated academic support system.
Co-Authors Fatimah Zahra Meilia Ishar Setriani Setriani Setriani